Plastic Cleanup Engineering & Design Lesson Plan
In this STEAM-focused lesson plan, part of the Ocean Plastic Unit, students from kindergarten through eighth grade delve into the challenges of plastic pollution and its harmful effects on marine life, including sea turtles. Through a combination of Science, Technology, Engineering, Art, and Mathematics, students across all grade levels will learn about and develop innovative solutions to combat plastic waste in our rivers and oceans. This engaging lesson encourages students to apply the engineering design process, enhance their problem-solving skills, and creatively integrate art and technology to design practical devices that help preserve marine ecosystems.
S.T.E.A.M.
Science:
• Grades K-2: Students learn fundamental concepts about pollution and its impact on ecosystems through interactive storytelling and simple experiments that demonstrate how pollution spreads in water.
• Grades 3-5: Students explore the science of plastics, including their environmental impact and degradation process. Discussions include how plastics affect marine life and the ecosystem.
• Grades 6-8: Engage in advanced topics such as the chemical composition of different plastics, their long-term environmental impacts, and scientific strategies for mitigating plastic pollution in ecosystems.
Technology:
• Grades K-2: Introduce simple tools and machines that can help in cleaning up small-scale pollution. Students learn about basic uses of technology in environmental conservation.
• Grades 3-5: Students research existing technologies used for pollution control, like water filtration systems and recycling processes, understanding how these technologies help mitigate environmental issues.
• Grades 6-8: Explore sophisticated technological solutions for environmental challenges, such as the engineering behind waste management systems and innovations in biodegradable materials.
Engineering:
• Grades K-2: Focus on building simple models using everyday materials that mimic devices helping to collect or recycle waste, fostering a hands-on understanding of how things are made.
• Grades 3-5: Students design and build more complex models or prototypes of devices that could realistically be used to reduce plastic pollution, applying the engineering design process.
• Grades 6-8: Undertake comprehensive engineering projects involving the design, construction, and testing of solutions to address plastic pollution, emphasizing the integration of practical and theoretical engineering skills.
Art:
• Grades K-2: Use art to express ideas about cleanliness and the environment, creating posters or simple crafts that highlight the importance of keeping our surroundings clean.
• Grades 3-5: Incorporate art to visualize pollution solutions, with students creating detailed diagrams or models that aesthetically represent their engineering projects.
• Grades 6-8: Engage in sophisticated artistic expressions that convey complex messages about environmental sustainability, using mixed media to enhance the presentation of their engineering solutions.
Mathematics:
• Grades K-2: Basic counting and measurement activities related to sorting recyclables and understanding quantities of pollution.
• Grades 3-5: Apply mathematical skills to calculate the efficiency of pollution cleaning methods, using data to improve designs.
• Grades 6-8: Utilize advanced mathematical concepts such as geometry, algebra, and statistics to optimize designs, analyze data, and model environmental impacts quantitatively.
This comprehensive integration of STEAM elements ensures that students at all levels develop a holistic understanding of the issues surrounding plastic pollution and are equipped with the skills to think creatively and critically about solutions.
Design Phase
Divide students into small groups and provide a list of plastic debris collection strategies they can implement in their system. Choose any of these you think are appropriate for your class and grade, and allow your students to choose one, or a combination of strategies they would like to design a machine for. Encourage students to think critically and ask questions about the potential benefits and drawbacks of each strategy. Some ideas include:
Surface skimmer: A floating device that skims the surface of the water, collecting plastic debris using a net or conveyor belt system.
Barrier trap: A strategically placed barrier that captures plastic swept up in currents, guiding it into a collection area for later removal.
Pulley system: A device that uses pulleys to pull plastic debris from the water, either by lifting it out or by pulling it towards a collection area.
Suction-based collector: A machine that uses a gentle suction system to draw plastic debris into a collection chamber, filtering out water and leaving the waste behind.
Underwater vacuum: A submersible device that can navigate underwater and collect plastic debris from the ocean floor using a suction mechanism or a grabbing arm.
Floating mesh: A large mesh screen designed to float on the water’s surface and catch plastic debris as it drifts by, allowing water to pass through while retaining the waste.
Robotic cleaner: An autonomous, self-navigating robot that can identify and collect plastic waste from water bodies using a combination of sensors and collection mechanisms.
Wave-powered collector: A device that harnesses the energy of ocean waves to power a plastic collection system, such as a conveyor belt or a series of nets.
Microplastic filter: A filtration system that can be installed in waterways to capture and remove microplastics before they reach larger bodies of water.
Aquatic drone: A remotely operated or autonomous drone that can patrol water bodies, identifying and collecting plastic debris using sensors and specialized collection tools.
Choose any of these you think are appropriate for your class and grade, and allow your students to choose one, or a combination of strategies they would like to design a machine for.
Communication Phase
Learning STEAM engineering and design skills is important for kids, but it’s also key for them to be able to share their ideas with others. Being able to explain their ideas clearly helps teammates, users, and the broader audience understand and support their work.
Have each group present their system to the class. If appropriate, you can also have groups demonstrate or test their prototypes. Here are some ideas for testing/presenting prototypes:
Diorama:
Once students have agreed on their design, instruct them to create a prototype or diorama to demonstrate their ideas. This can be done using a variety of materials, such as cardboard, paper, clay, or even recycled materials. Encourage creativity and collaboration as students work together to bring their plastic collection system to life, incorporating elements of art and design.
Water environment: If the students’ prototype can be placed in water, then great! Each group will take turns presenting their prototype to the class, explaining how it works, and highlighting its unique features. Then, they will place their prototype in the water, and demonstrate how it effectively collects the plastic debris. This hands-on testing experience will allow students to observe their prototype’s performance in a real-life scenario, while also providing valuable feedback for potential improvements and inspiring further innovation.
Tabletop simulation: Set up a tabletop area to represent a water body, with blue fabric or paper as the “water.” Scatter small, lightweight plastic items or cut-outs on the surface to represent plastic debris. Students can use their prototypes to demonstrate how their design would collect the plastic waste from this simulated environment.
Airflow simulation: Use a fan or a hairdryer to create an airflow that simulates water currents. Place lightweight plastic items or cut-outs on a flat surface and have students use their prototypes to demonstrate how their design captures plastic debris in the presence of currents. This method helps students understand the challenges posed by moving water and adapt their designs accordingly.
Stop-motion or animated demonstration: If building a physical prototype is not feasible, students can create a stop-motion or animated video demonstrating their design’s functionality. This allows them to showcase their ideas and explain how their technology would work in a real-world environment without the need for physical testing.
Standards
Creating:
• Grades K-2: Students use basic materials and tools to construct simple models that represent solutions to plastic pollution. This helps them learn the fundamentals of creating with purpose and expressing their ideas through building.
• Grades 3-5: Students design and create more complex models or prototypes that address specific aspects of plastic pollution. They are encouraged to think innovatively about how to use materials to build effective pollution-cleaning devices.
• Grades 6-8: Middle school students undertake advanced projects that integrate art and engineering, creating detailed models or prototypes that demonstrate sophisticated solutions to environmental issues. Their creations are expected to reflect a deeper understanding of design principles and material properties.
Presenting:
• Grades K-2: Young students showcase their models to the class, describing what they built and how it helps solve the problem of plastic pollution. This introduces them to the concept of presenting technical projects in an understandable way.
• Grades 3-5: Students prepare structured presentations that explain their engineering solutions, focusing on the design process and the functionality of their prototypes. They learn to articulate the purpose and mechanics of their creations clearly.
• Grades 6-8: Middle school students engage in formal presentations that include technical descriptions and theoretical underpinnings of their designs. They are encouraged to discuss the science behind their solutions and potential real-world applications.
Responding:
• Grades K-2: Students give feedback on peer projects, focusing on what they like and what they think makes the designs effective. This fosters early critical thinking and appreciation for diverse solutions.
• Grades 3-5: Students evaluate each other’s projects, providing constructive criticism and suggestions for improvement. They learn to assess the practicality and environmental impact of different solutions.
• Grades 6-8: Students conduct in-depth critiques of peer solutions, analyzing the efficiency, sustainability, and innovation of each design. Discussions also explore the broader environmental implications of the proposed solutions.
Connecting:
• Grades K-2: Students relate their projects to their everyday experiences with waste and recycling, connecting the dots between personal actions and environmental health.
• Grades 3-5: The connection between technology, art, and environmental stewardship is emphasized, with students exploring how their projects can make a real difference in combating plastic pollution.
• Grades 6-8: Students connect their designs to global environmental challenges, considering how engineering and technological innovations can be scaled up to address widespread issues. They discuss how interdisciplinary approaches can lead to more effective solutions.
K-2-ETS1-1 (Engineering Design): Young students will design simple machines or tools that could help collect or recycle plastic waste. They learn to express their ideas through models or drawings, understanding the basic concept of how engineering can solve real-world problems like plastic pollution.
K-2-ETS1-2 (Engineering Design): Students evaluate the effectiveness of their designs in a classroom simulation, using items like paper clips or straws to represent plastic waste. They learn about the engineering design process by testing and refining their simple prototypes.
2-ESS2-2 (Earth’s Systems): Students understand how water can move objects and apply this knowledge by designing a model that shows how plastic can be carried to the ocean. They explore how barriers or filters might be used in rivers or streams to catch plastic waste.
3-5-ETS1-1 (Engineering Design): Students identify a real-world problem—plastic pollution—and develop solutions by designing devices or systems that could help mitigate this environmental issue. They use criteria and constraints to guide their designs, focusing on practicality and environmental impact.
3-5-ETS1-2 (Engineering Design): Students compare multiple solutions aimed at reducing plastic pollution. They evaluate each design based on its effectiveness, environmental friendliness, and feasibility, promoting critical thinking and decision-making skills.
3-5-ETS1-3 (Engineering Design): Students plan and carry out tests of their designs, such as a classroom simulation of a river cleanup device. They use the results to make data-driven improvements to their designs, learning about iteration and optimization in engineering.
4-ESS3-1 (Earth and Human Activity): Students investigate how human activities contribute to plastic pollution and explore engineering solutions that reduce this impact. They discuss the role of community practices and policies in managing waste and encouraging recycling.
5-ESS3-1 (Earth and Human Activity): By engaging in a design challenge to minimize plastic waste, students see the direct connection between human activities and environmental health. They consider how innovative technologies can prevent plastic from reaching marine environments.
MS-ETS1-1 (Engineering Design): Middle school students define problems more precisely, considering the economic, environmental, social, and technical aspects of potential solutions to plastic pollution. They use research and scientific principles to underpin their design choices.
MS-ETS1-2 (Engineering Design): Students evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. They consider various factors like cost, materials, and potential environmental impact.
MS-ETS1-3 (Engineering Design): Students plan and execute a series of tests to evaluate the performance of their environmental engineering solutions. They analyze data from the tests to identify strengths and weaknesses in their designs, learning about the importance of empirical evidence in engineering.
MS-ETS1-4 (Engineering Design): Middle school students use computer simulations or physical models to test their solutions for reducing plastic pollution. This standard encourages the application of digital tools and technologies to enhance the design and evaluation process.
Conclusion & Assessment
Conclude the lesson by summarizing the key concepts and discussing the importance of innovative solutions like the Interceptor and FRED in cleaning up our ocean ecosystems, and protecting species like sea turtles. Encourage students to continue exploring these topics and consider ways they can preventing plastic pollution in their own communities, using their STEAM skills to create positive change.
Grades K-2:
Focus on understanding the basics of environmental stewardship and the role of engineering in solving problems. Assess young students on their ability to follow simple design processes and use materials to create models that reflect their understanding of pollution and recycling. Enhancements could include using their models in a story-telling session where they explain how their invention helps clean the environment, making the activity engaging and comprehensible at their developmental level.
Grades 3-5:
Emphasize applying the engineering design process to develop practical solutions to reduce plastic pollution. Assess students on their ability to define a problem clearly, brainstorm solutions, and create a prototype that addresses the issue. For deeper engagement, encourage them to modify their prototypes based on test results and class feedback. Enhancements might include a peer review session where students critique each other’s designs and suggest improvements, fostering critical thinking and collaborative skills.
Grades 6-8:
Challenge students to integrate complex concepts such as sustainability, efficiency, and environmental impact into their designs. Assess their understanding of the engineering design process from the conception to the refinement stages, focusing on their ability to articulate how their design solves specific aspects of plastic pollution. To extend their learning, students could be tasked with researching advanced materials and technologies that could enhance their prototypes. Another enhancement could be to connect their projects with a community service activity, such as partnering with a local environmental organization to understand the real-world impact of plastic pollution solutions.